A total of 16 surveys conducted between 1940 and 1970 which describe secondary reading programs are reviewed. Growth and development of such programs began in the 1930's. Remedial programs were most apparent in the 1940's, and attention to developmental reading, content-area reading, rate increase, and study skills came in the 1950's. The 1960's brought an extension of activities of the 1950's and added several important surveys on the status of reading instruction in secondary schools. Eight critical factors evidenced both in past decades and in the outlook for the future include: (1) the need for greater planned provision for reading improvement in secondary schools; (2) a reduction of discrepancies between existing programs and attempts to define ideal programs; (3) the accomplishment of greater staff sophistication as manifested in better instructional content; (4) the establishment of reputations of educational viability; (5) closer attention to factors demonstrated to be associated with successful programs; (6) a need for continued administrative and faculty support of programs coupled with continued federal and local funding; (7) more realistic assessment of the role of content teachers and greater encouragement for them to participate; and (8) careful, rigorous, and innovative research of programs and related activities. References are included. (MS)